Syftet med detta arbete är att undersöka hur lärare i svenska ställer sig till IKT-användningen.Vilka förutsättningar har de och på vilket sätt jobbar de för måluppfyllnad med IKT som hjälp.För att få svar på dessa frågor skickades enkäter till lärare på grundskolans senare år och gymnasiet på 16 olika skolor. Knappt hälften av de utskickade enkäterna besvarades.Svaren visar att majoriteten av lärarna ställer sig positiv till användningen av IKT i klassrummet. Flera gav exempel på hur de använder IKT och hur det relaterar till kursmålen för svenska på grundskolans senare år och gymnasiet. Hälften av enkätdeltagarna menade att de hade en god IKT-kunskap. Lika många hade fått fortbildning och kände stöd av ledningen till detta. I stort visade resultatet dock att lärarna efterfrågade fortbildning, samtidigt som de kände sig tveksamma till huruvida datorn ska ta för stor plats i förhållande till de tryckta läromedlen.     Det vanligaste användningsområdet för datorn var faktasökningar samt ordbehandling. Strax efter kom att streama film och klipp via Internet. Lärarna tenderade att fråga sina kolleger eller söka information själv när de ville ha inspiration till sin undervisning. Svaren visade också att lärarnas egna inställning till IKT spelade minst lika stor roll som tillgången till teknik och stöd av ledningen till fortbildning för att integrera IKT i undervisningen. / The purpose of this essay is to study how teachers in Swedish view the use of ICT. How the conditions for ICT are and in which way they work for target achievement in the subject with help from ICT. To answer these questions, questionnaires were sent out to teachers in secondary and upper secondary school in 16 different schools. Half of the questionnaires were answered. The answers showed that the majority of the teachers were positive to the use of ICT in the classroom. Several gave examples of how they use ICT and how they relate this to the goals in the Swedish subject in secondary and upper secondary school. Half of the participants felt that they had good knowledge of ICT. The same number of teachers had gotten further training and felt support from the school management to do this. Though at large the result showed that the teachers asked for further training, when at the same time they felt uncertain of how the computer should be used in relation to the printed teaching materials. The most common use of the computers were to search for facts and word processing. Next was to stream movies and clips from the Internet. The teachers asked their colleagues or searched for information themselves when they wanted inspiration for their teaching. The answers also showed that the teachers' attitude towards ICT played as a big part as the access to technology and support from the school management for further training, when it concerned integrating ICT in teaching.

A comparative study between old school which is considered to be boring and out of context by (many student) to new school of teaching where divers IT and ICT gadgets are used and their implications in creating a positive teacher student relationship from the very start to promote emergent literacy within preschool class. This ethnographic study examines how two preschool class teachers incorporate both old and new methods to create interest for learning and meaningfulness among their students in accordance with the national goals for education and lifelong learning. How does IT and ICT promote teaching and learning in preschool class? In what ways do teachers incorporate into classroom experiences? What are the group dynamics between teacher- student, and student- and their peers during a classroom scenario with the conventional paper and pen and technological aid?  With these central questions the study was conducted as an participant observation which resulted in preschool class children find it lot easier to communicate not only with teachers but also with their classmates during classroom activities where IT and ICT is incorporated than when teachers take on the role what they call old school which tends to become one-sided.  The results show that creating meaningfulness among ones students is largely based upon the teachers own interest in the focus group. From a socio-cultural perspective, it is evident that terms such as interaction, meaningfulness, symbols and artifacts become central. Results from the study shows even though many in-service teachers and principals are very much for including IT and ICT as teaching resource. Ambiguity of national norms and goals when we talk of preschool classes in the nation could be one the many reasons why they fail to meet their students expectations and demands. This in turn could be one of the considerable reasons for the depression in high school students failing to meet the national educational standards. / Utgångspunkten i detta examensarbete är en jämförande studie mellan gamla skolan och dess undervisningsätt vilken anses vara tråkig och utan sammanhang bland många elever och nya skolans undervisning med IT och IKT som didaktisk undervisningsmetod. Dess konsekvenser för att skapa en positiv relation mellan lärare och elev från första början för att främja framväxande och skrivkunnighet inom förskoleklass.En etnografisk undersökning av hur två förskoleklasslärare gagnar både de gamla och nya metoderna för att skapa intresse för lärande och meningsskapande bland sina elever i enlighet med nationella målen för ett livslångt lärande och hållbar utveckling. Hur främjar IT och IKT lärandet i förskoleklassen? På vilka sätt införlivar lärare upplevelser i klassrummet. Vad är gruppdynamik mellan lärare och elev, samt gruppdynamik mellan eleverna i ett klassrumsscenario med den konventionella papper/penna och tekniska stöd? Med dessa centrala frågor genomfördes studien som en deltagande observation. Detta resulterade i att förskoleklassbarnen tycker att det är mycket lättare att kommunicera inte bara med lärare utan även med sina klasskamrater under klassrumsaktiviteter där IT och IKT ingår än när lärare tar på sig rollen i den så kallade gamla skolan som tenderar att bli ensidig. Resultaten visar att skapa meningsfullhet bland elever till stor del baseras på lärarnas eget intresse i fokusgruppen. Ur ett sociokulturellt perspektiv är det uppenbart att begrepp som interaktion, meningsfullhet, symboler och artefakter blir central. Resultaten från studien visar att det finns ett stort intresse och ambitioner från rektor och lärare att införa bland annat IT och IKT i undervisningen. På grund av tvetydigheten i de nationella målen och normer när man talar om förskoleklass har detta orsakat många lärare och skolor att misslyckas med att uppfylla elevernas förväntningar och krav, vilket i sin tur kan vara en av de stora orsakerna till det ökande antalet gymnasieelever som inte uppfyller de nationella kunskapsmålen i Sverige.

Submitted by WANDER NATAN DE SENA NAUJALES null (wn.naujales@hotmail.com) on 2016-03-21T11:25:47Z No. of bitstreams: 1 Dissertação Wander Naujales - Versão final.pdf: 3582519 bytes, checksum: 07cb50233c245036605ba95fd0082d54 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-22T14:08:41Z (GMT) No. of bitstreams: 1 naujales_wns_me_bauru.pdf: 3582519 bytes, checksum: 07cb50233c245036605ba95fd0082d54 (MD5) / Made available in DSpace on 2016-03-22T14:08:41Z (GMT). No. of bitstreams: 1 naujales_wns_me_bauru.pdf: 3582519 bytes, checksum: 07cb50233c245036605ba95fd0082d54 (MD5) Previous issue date: 2016-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho uma sequência didática que integra a educação a distância e o laboratório didático de química foi elaborada e aplicada junto a alunos voluntários de cursos de licenciatura em química de duas unidades da Unesp, a Universidade Estadual Paulista. Os encontros online foram realizados de maneira síncrona, mediados pela Sala Virtual da Unesp, projeto que usa o Adobe Connect para a interação entre os participantes. Além disso, toda a sequência didática seguiu as recomendações da literatura para as atividades práticas no ensino de ciências, desde a sua concepção. O material coletado foi analisado com a Teoria da Ação Mediada juntamente com o TPACK. A análise dos dados mostra que houve avanço no conhecimento de conteúdo dos alunos e que existiram interações entre seus conhecimentos tecnológico e de conteúdo, evidenciados por meio de seus diferentes graus de domínios e apropriações das ferramentas interacionais utilizadas. Os aspectos técnicos que influenciaram o desenvolvimento dos encontros também são descritos e examinados, dentre os quais destacam-se a presença de hardware específico e a conexão à internet dos participantes. Os resultados também mostram que a principal diferença encontrada entre a atividade laboratorial a distância aqui proposta e as presenciais se deu na interação entre os participantes, devido à variedade de ferramentas disponíveis para esta finalidade. O trabalho expõe pontos que devem ser melhorados para uma aplicação do projeto na EaD futuramente, assim como as dificuldades encontradas, possíveis maneiras de encará-las e questionamentos decorrentes dos resultados obtidos. / In this work a didactic sequence that integrates the distance learning and the didactic chemistry laboratory was elaborated and applied with voluntary students from courses of license in chemistry of two Unesp's units, the Universidade Estadual Paulista. The online meetings were made synchronously, mediated by Unesp's Sala Virtual, a project that uses Adobe Connect for interaction among participants. In addition, all the didactic sequence followed the recommendation for practical activities in the science education from literature, since its conceiving. The collected material were analyzed with Mediated Action Theory and TPACK. The data analysis shows that there was improvement in students' content knowledge and that interactions among their technological and content knowledge existed, evidenced through their different domain and appropriation levels of the interactional tools used. The technical aspects that influenced the meetings' development are also described and examined, among which the presence of specific hardware and students' internet connection stand out. The results also show that the major difference found between the distance laboratory activity proposed and the presential ones is the interaction among the participants, due to the variety of the available tools for this aim. The work exposes matters that must be improved in order to apply the project in the distance learning in the future, as well as the difficulties encountered, possible ways to handle them and questionings derived from the results obtained.

ICT, i.e. information and communication technology, is today an important part of the society. ICT tools are used in many different aspects in the everyday life, for example to perform transactions in the bank or to stay in touch with relatives and friends. Not long ago, ICT also became important in the world of school. Many schools have been equipped with ICT tools, like for example a virtual learning environment, laptops for teachers and pupils or smartboards, and many other schools are planning to. Meanwhile, the teachers are trying to catch up with the development and integrate the newly introduced technology in their work. Development in this area is requested in order to not let the teachers’ ICT literacy fall behind. Therefore, the teachers’ ICT literacy in relation to the use of ICT has been studied within the frame of this thesis. The aim of this study is to increase the understanding of what significance teachers’ ICT literacy may have for the organization of teaching in mathematics at three senior high schools in Stockholm during the academic year 2013/2014. The study was carried out by setting up interviews with mathematics teachers, attending one of their mathematics lessons for observation and handing out a questionnaire to the pupils at the lesson. The results obtained were analyzed and interpreted based on previous research in the area of ICT and learning and pedagogy. With the results obtained it appears that ICT tools may work as a support for pupils learning if the teachers know how and when to use the tools in their teaching. It is not enough that the teachers only work with ICT tools, but the use of ICT tools must be adapted to the pupils and with focus on their learning. In addition to that, the teachers’ ICT literacy differs in some extent. Some teachers mastered the use of ICT tools generally, for example by using computer programs, while other teachers also had knowledge of a computers’ functions and they could create programs. The teachers’ also used ICT tools in different extents. Meanwhile, it is clearly shown that their use of ICT tools is similar in the sense that the tools are used as substitutions for other existing tools, but with possible functional improvement. Since the teachers’ ICT literacy did differ while their use of ICT tools were the same, the fact that a teachers’ ICT literacy does not necessarily have significance for the organization of the mathematics teaching has been drawn as a conclusion, even though Skolverket have concluded something else in their evaluation. / IKT, dvs. informations- och kommunikationsteknik, är en viktig del i vårt samhälle idag. IKT-redskap används i många olika avseenden i vardagslivet, t.ex. till att genomföra transaktioner på banken eller hålla kontakten med släkt och vänner. För inte särskilt länge sedan blev IKT en viktig del även i skolans värld. Många skolor har utrustats med IKT-redskap, som t.ex. en lärplattform, bärbara datorer till lärare och elever eller smartboards, och många andra är på väg att göra det. Samtidigt försöker lärarna hänga med i utvecklingen och integrera den nyinförda tekniken i sitt arbete. Kompetensutveckling inom området efterfrågas för att lärarnas IKT-kompetens inte ska halka efter. Inom ramen för detta examensarbete har därför lärarnas IKT-kompetens i relation till användningen av IKT studerats. Syftet med studien är att öka förståelsen för vad lärares IKT-kompetens kan ha för betydelse för organiserandet av undervisningen i matematik i tre gymnasieskolor i Stockholm under läsåret 2013/2014. Undersökningen genomfördes med hjälp av intervjuer med matematiklärare, observationer som utfördes på en av deras matematiklektioner och enkät som besvarades av eleverna på den lektionen. De resultat som erhölls analyserades och tolkades utifrån tidigare forskning inom ämnet IKT och lärande samt pedagogiska teorier. Med de erhållna resultaten visar det sig att IKT-redskap kan fungera som stöd för elevers lärande om lärarna vet hur och när de ska använda redskapen i sin undervisning. Det räcker inte med att lärarna kan arbeta med IKT-redskapen, utan användningen av IKT-redskap måste anpassas efter eleverna och med deras lärande i fokus. Dessutom visar det sig i resultaten att lärarnas IKT-kompetens skiljer sig i någon grad från varandra. En del lärare visade endast på generell behärskning av IKT-användning, som att t.ex. arbeta med datorprogram, medan andra lärare även hade kunskaper om datorers funktioner och kunde programmera. Lärarna använde även IKT i olika stor utsträckning i sin undervisning. Samtidigt framgår det i studien att deras användning av IKT-redskap är likartad i den bemärkelsen att redskapen används som ersättare till andra redan befintliga redskap, fast med eventuell funktionell förbättring. Då lärarnas IKT-kompetens skiljde sig, samtidigt som användningen av IKT var likartad, så har slutsatsen dragits att en lärares IKT-kompetens inte nödvändigtvis har betydelse för organiserandet av matematikundervisningen. Detta trots att Skolverket har i sin utvärdering konstaterat annat.

Submitted by Miriam Lucas (miriam.lucas@unioeste.br) on 2017-09-01T17:46:04Z No. of bitstreams: 2 Jesus_Segantini_2017.pdf: 33058736 bytes, checksum: c13f3b45d1dc08c627ba171fc3b56e47 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-01T17:46:04Z (GMT). No. of bitstreams: 2 Jesus_Segantini_2017.pdf: 33058736 bytes, checksum: c13f3b45d1dc08c627ba171fc3b56e47 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-03 / The insertion of Informatics in Education has brought about changes in several aspects in the schools, mainly in the communication, relationship, and, specially, in the teaching methodologies. Actions of public policies have promoted and guided the inclusion of Information and Communication Technologies (ICT) in the educational context in the last decades, but the reality found in the schools is still not the one expected. Devices such as applications, educational websites and social networks have been more and more used as pedagogical support and as collaborative virtual spaces. This Master's research has as its central goal to diagnose and analyze the teaching practices with the use of ICT in the computer labs, through the perception of the teachers from 4th and 5th years of Elementary School in the city of Foz do Iguaçu/PR, and the actions of continuous training by the Municipal Educational Technology Center (NTM). The individuals who took part in this research were the laboratory teachers, regent teachers, school managers, NTM's manager and the pedagogical coordinator of Educational Computing of the Municipal Education Secretariat (SMED). The research had descriptive exploratory character with qualitative and quantitative analysis. The methodological process used questionnaires as research tools with questions about the practices developed with the use of ICT, the integration between the laboratory teacher and the regent teachers, the infrastructure of the laboratories and also the provision of continuous training for the use of ICT. The results showed that schools in the city of Foz do Iguaçu face obstacles in the structures of their computer labs with deprecated and outdated machines, lack of quality access to the Internet, which often limits the developed activities, as well as the lack of integration between the laboratory teacher and the regent one in the preparation of laboratory activities. Regarding continued training, although offered, the participants reported the need to change the methodology of some offered courses, such as schedules and topics related to the planning and insertion of ICT as pedagogical resources. With the data obtained, it was possible to diagnose the reality of the educational environments in Foz do Iguaçu regarding the use of the technologies and with that initiate possible discussions that can contribute to new actions for teaching and learning processes mediated by the ICT. / A inserção da Informática na Educação tem provocado mudanças em vários aspectos nas escolas, principalmente na comunicação, relacionamento, e, em especial, nas metodologias de ensino. Ações de políticas públicas vêm, nas últimas décadas, fomentando e norteiam a inclusão das Tecnologias de Informação e de Comunicação (TIC) no contexto educacional, porém, a realidade encontrada nas escolas ainda não é a esperada. Dispositivos como aplicativos, portais educacionais e redes sociais têm sido cada vez mais utilizados como apoio pedagógico e como espaços virtuais colaborativos. Esta pesquisa de mestrado teve como objetivo central diagnosticar e analisar as práticas didáticas com o uso das TIC nos laboratórios de informática, por meio da percepção dos professores dos 4º e 5º anos do Ensino Fundamental I no município de Foz do Iguaçu/PR, e as ações de formação continuada pelo Núcleo de Tecnologia Educacional Municipal (NTM). Participaram da pesquisa os professores laboratoristas, os professores regentes, os gestores escolares, a gestora do NTM e a coordenadora pedagógica de Informática Educativa da Secretaria Municipal de Educação (SMED). A pesquisa teve caráter exploratório descritivo com análise qualitativa e quantitativa. O processo metodológico utilizou questionários como instrumentos de investigação com questões acerca das práticas desenvolvidas com o uso das TIC, da integração entre o professor laboratorista e os professores regentes, da infraestrutura dos laboratórios e, também da oferta de formações continuadas para o uso das TIC. Os resultados mostraram que as escolas do município de Foz do Iguaçu se deparam com obstáculos nas estruturas de seus laboratórios de informática com máquinas depreciadas e desatualizadas, falta de acesso de qualidade à internet, o que muitas vezes limitam as atividades desenvolvidas, além da pouca integração entre o professor laboratorista e o regente na preparação das atividades realizadas em laboratório. No tocante às formações continuadas, embora ofertadas, os participantes relataram a necessidade de alteração na metodologia de alguns cursos ofertados, como horários e temas relacionados ao planejamento e inserção das TIC como recursos pedagógicos. Com os dados obtidos, foi possível diagnosticar realidade dos ambientes educacionais de Foz do Iguaçu quanto ao uso das tecnologias e com isso iniciar possíveis discussões que possam contribuir para novas ações para processo de ensino e aprendizagem mediado pelas TIC.

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.

This thesis deals with the possibilities of using ICT in English language teaching at primary school. The theoretical part deals with the definition of the concept of ICT, ways of implementing ICT in teaching, further describes the possible advantages and disadvantages of using ICT in teaching at primary school and mentions the didactic functions of ICT and general education and language objectives supported by technologies. The practical part of this thesis presents ten specific activities using ICT in English language lessons at primary school. These activities are always properly described in terms of educational objectives, ways of their realization and in the end are reflected. Each activity was tested in practice in advance. The research carried out in this thesis deals with the use of ICT among teachers at an elementary school in Pilsen and reflects their opinion on technologies and their future in English language teaching at primary school.

<p>У докторској дисертацији је најпре сагледан и анализиран теоријски оквир употребе рачунара, ИКТ и блога у настави. За&nbsp; потребе&nbsp; педагошког&nbsp; експеримента&nbsp; са&nbsp; паралелним&nbsp; групама,&nbsp; креиран&nbsp; је&nbsp; блог&nbsp; Биосоикослогос<br />(www.biosoikoslogos.wordpress.com)&nbsp; на&nbsp; ком&nbsp; су&nbsp; интегрисани&nbsp; садржаји&nbsp; из&nbsp; наставне&nbsp; теме&nbsp; Основи&nbsp; цитологије према Наставном програму биологије за I разред гимназије свих смерова.&nbsp; Узорак истраживања је обухватао 171 ученика подељених у две групе при чему је у Е групи било 85, а у К групи 86 ученика.<br />За&nbsp; потребе&nbsp; педагошког&nbsp; експеримента&nbsp; су&nbsp; креирани&nbsp; тестови&nbsp; знања&nbsp; (иницијални&nbsp; тест,&nbsp; финални&nbsp; тест&nbsp; и ретест) и скала процене о вредностима различитих карактеристика блога. Тестови знања су садржали питања на&nbsp; три&nbsp; нивоа:&nbsp; основни&nbsp; ниво&nbsp; (познавање&nbsp; чињеница),&nbsp; средњи&nbsp; ниво&nbsp; (разумевање&nbsp; појмова)&nbsp; и&nbsp; напредни&nbsp; ниво (анализа и резоновање). На&nbsp; почетку&nbsp; истраживања&nbsp; Е&nbsp; и&nbsp; К&nbsp; група&nbsp; су&nbsp; уједначене&nbsp; иницијалним&nbsp; тестом&nbsp; знања,&nbsp; као&nbsp; и&nbsp; према&nbsp; општем<br />успеху&nbsp; и&nbsp; успеху из биологије.&nbsp; Након иницијалног тестирања ученици Е и К групе су реализовали садржаје наставне&nbsp; теме&nbsp; Основи&nbsp; цитологије&nbsp; различитим&nbsp; моделима&nbsp; наставе,&nbsp; при&nbsp; чему&nbsp; су&nbsp; ученици&nbsp; Е&nbsp; групе&nbsp; користили блог&nbsp; у&nbsp; настави,&nbsp; а&nbsp; ученици&nbsp; К&nbsp; групе&nbsp; су&nbsp; исте&nbsp; садржаје&nbsp; реализовали&nbsp; традиционалном&nbsp; наставом.&nbsp; Након&nbsp; обраде наставне теме Основи цитологије, ученици обе групе су тестирани финалним тестом знања, а месец дана (32 дана)&nbsp; након&nbsp; финалног&nbsp; теста&nbsp; ученици&nbsp; су&nbsp; радили&nbsp; ретест.&nbsp; Након&nbsp; завршених&nbsp; тестирања,&nbsp; ученици&nbsp; Е&nbsp; груп е&nbsp; су попунили&nbsp; скалу&nbsp; процене&nbsp; о&nbsp; вредностима&nbsp; различитих&nbsp; карактеристика&nbsp; блога.&nbsp; Резултати&nbsp; добијени&nbsp; на&nbsp; тествима знања и скали процене су обрађени одговарајућим статистичким методама и представљени на одговарајући<br />начин.Ученици&nbsp; Е&nbsp; групе&nbsp; су&nbsp; постигли&nbsp; статистички&nbsp; значајно&nbsp; боље&nbsp; резултате&nbsp; у&nbsp; односу&nbsp; на&nbsp; ученике&nbsp; К&nbsp; групе&nbsp; на финалном&nbsp; тесту&nbsp; знања&nbsp; и&nbsp; ретесту&nbsp; у&nbsp; целини&nbsp; и&nbsp; на&nbsp; свим&nbsp; нивоима&nbsp; знања&nbsp; појединачно.&nbsp; Такође,&nbsp; резултати&nbsp; су показали&nbsp; да&nbsp; уз&nbsp; примену&nbsp; блога&nbsp; у&nbsp; настави&nbsp; највише&nbsp; напредују&nbsp; напредни&nbsp; ученици,&nbsp; нешто&nbsp; мање&nbsp; просечни ученици,&nbsp; а најмање слаби ученици. Истраживање је, такође, показало да блог једнако доприноси постигнућу из биологије код ученика и ученица.<br />Резултати&nbsp; скале&nbsp; процене&nbsp; су&nbsp; показали&nbsp; да&nbsp; су&nbsp; ученицима&nbsp; најважније&nbsp; оне&nbsp; карактеристике&nbsp; блога&nbsp; које&nbsp; им директно олакшавају учење градива, а нешто мање су им важне карактеристике које им омогућују да док уче размењују искуства са другим ученицима.</p> / <p>U doktorskoj disertaciji je najpre sagledan i analiziran teorijski okvir upotrebe računara, IKT i bloga u nastavi. Za&nbsp; potrebe&nbsp; pedagoškog&nbsp; eksperimenta&nbsp; sa&nbsp; paralelnim&nbsp; grupama,&nbsp; kreiran&nbsp; je&nbsp; blog&nbsp; Biosoikoslogos<br />(www.biosoikoslogos.wordpress.com)&nbsp; na&nbsp; kom&nbsp; su&nbsp; integrisani&nbsp; sadržaji&nbsp; iz&nbsp; nastavne&nbsp; teme&nbsp; Osnovi&nbsp; citologije prema Nastavnom programu biologije za I razred gimnazije svih smerova.&nbsp; Uzorak istraživanja je obuhvatao 171 učenika podeljenih u dve grupe pri čemu je u E grupi bilo 85, a u K grupi 86 učenika.<br />Za&nbsp; potrebe&nbsp; pedagoškog&nbsp; eksperimenta&nbsp; su&nbsp; kreirani&nbsp; testovi&nbsp; znanja&nbsp; (inicijalni&nbsp; test,&nbsp; finalni&nbsp; test&nbsp; i retest) i skala procene o vrednostima različitih karakteristika bloga. Testovi znanja su sadržali pitanja na&nbsp; tri&nbsp; nivoa:&nbsp; osnovni&nbsp; nivo&nbsp; (poznavanje&nbsp; činjenica),&nbsp; srednji&nbsp; nivo&nbsp; (razumevanje&nbsp; pojmova)&nbsp; i&nbsp; napredni&nbsp; nivo (analiza i rezonovanje). Na&nbsp; početku&nbsp; istraživanja&nbsp; E&nbsp; i&nbsp; K&nbsp; grupa&nbsp; su&nbsp; ujednačene&nbsp; inicijalnim&nbsp; testom&nbsp; znanja,&nbsp; kao&nbsp; i&nbsp; prema&nbsp; opštem<br />uspehu&nbsp; i&nbsp; uspehu iz biologije.&nbsp; Nakon inicijalnog testiranja učenici E i K grupe su realizovali sadržaje nastavne&nbsp; teme&nbsp; Osnovi&nbsp; citologije&nbsp; različitim&nbsp; modelima&nbsp; nastave,&nbsp; pri&nbsp; čemu&nbsp; su&nbsp; učenici&nbsp; E&nbsp; grupe&nbsp; koristili blog&nbsp; u&nbsp; nastavi,&nbsp; a&nbsp; učenici&nbsp; K&nbsp; grupe&nbsp; su&nbsp; iste&nbsp; sadržaje&nbsp; realizovali&nbsp; tradicionalnom&nbsp; nastavom.&nbsp; Nakon&nbsp; obrade nastavne teme Osnovi citologije, učenici obe grupe su testirani finalnim testom znanja, a mesec dana (32 dana)&nbsp; nakon&nbsp; finalnog&nbsp; testa&nbsp; učenici&nbsp; su&nbsp; radili&nbsp; retest.&nbsp; Nakon&nbsp; završenih&nbsp; testiranja,&nbsp; učenici&nbsp; E&nbsp; grup e&nbsp; su popunili&nbsp; skalu&nbsp; procene&nbsp; o&nbsp; vrednostima&nbsp; različitih&nbsp; karakteristika&nbsp; bloga.&nbsp; Rezultati&nbsp; dobijeni&nbsp; na&nbsp; testvima znanja i skali procene su obrađeni odgovarajućim statističkim metodama i predstavljeni na odgovarajući<br />način.Učenici&nbsp; E&nbsp; grupe&nbsp; su&nbsp; postigli&nbsp; statistički&nbsp; značajno&nbsp; bolje&nbsp; rezultate&nbsp; u&nbsp; odnosu&nbsp; na&nbsp; učenike&nbsp; K&nbsp; grupe&nbsp; na finalnom&nbsp; testu&nbsp; znanja&nbsp; i&nbsp; retestu&nbsp; u&nbsp; celini&nbsp; i&nbsp; na&nbsp; svim&nbsp; nivoima&nbsp; znanja&nbsp; pojedinačno.&nbsp; Takođe,&nbsp; rezultati&nbsp; su pokazali&nbsp; da&nbsp; uz&nbsp; primenu&nbsp; bloga&nbsp; u&nbsp; nastavi&nbsp; najviše&nbsp; napreduju&nbsp; napredni&nbsp; učenici,&nbsp; nešto&nbsp; manje&nbsp; prosečni učenici,&nbsp; a najmanje slabi učenici. Istraživanje je, takođe, pokazalo da blog jednako doprinosi postignuću iz biologije kod učenika i učenica.<br />Rezultati&nbsp; skale&nbsp; procene&nbsp; su&nbsp; pokazali&nbsp; da&nbsp; su&nbsp; učenicima&nbsp; najvažnije&nbsp; one&nbsp; karakteristike&nbsp; bloga&nbsp; koje&nbsp; im direktno olakšavaju učenje gradiva, a nešto manje su im važne karakteristike koje im omogućuju da dok uče razmenjuju iskustva sa drugim učenicima.</p> / <p><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> 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QFormat="true" Name="TOC Heading"/> </w:LatentStyles></xml><![endif]--><!--[if gte mso 10]><style> /* Style Definitions */ table.MsoNormalTable{mso-style-name:"Table Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-priority:99;mso-style-qformat:yes;mso-style-parent:"";mso-padding-alt:0in 5.4pt 0in 5.4pt;mso-para-margin-top:0in;mso-para-margin-right:0in;mso-para-margin-bottom:10.0pt;mso-para-margin-left:0in;line-height:115%;mso-pagination:widow-orphan;font-size:11.0pt;font-family:"Calibri","sans-serif";mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:"Times New Roman";mso-fareast-theme-font:minor-fareast;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;}</style><![endif]--></p><p class="MsoNormal">First, in dissertation, the theoretical framework of computers&rsquo; use, ICT and blogs in teaching were&nbsp; examined and analyzed. For&nbsp; the&nbsp; needs&nbsp; of&nbsp; a&nbsp; pedagogical&nbsp; experiment&nbsp; with&nbsp; parallel&nbsp; groups,&nbsp; a&nbsp; blog&nbsp; Biosoikoslogos (www.biosoikoslogos.wordpress.com)&nbsp; was&nbsp; created&nbsp; on&nbsp; which&nbsp; the&nbsp; contents&nbsp; of&nbsp; the&nbsp; teaching&nbsp; topic&nbsp; were&nbsp; based&nbsp; on&nbsp; the Basics of Cytology&nbsp; according to&nbsp; Biology&nbsp; curriculum for the first grade of the grammar school.&nbsp; The survey sample included 171 students divided into two groups with 85&nbsp; students in the E group and 86 in the K group. For the needs of the pedagogical experiment, knowledge tests (initial test, final test and retest) and estimating scale&nbsp; that&nbsp; values&nbsp; different&nbsp; characteristics&nbsp; of&nbsp; the&nbsp; blog&nbsp; were&nbsp; created.&nbsp; Knowledge&nbsp; tests&nbsp; contained&nbsp; questions&nbsp; at&nbsp; three levels: basic level (knowledge of facts), intermediate level (comprehension of terms) and advanced level (analysis&nbsp; and reasoning). At&nbsp; the&nbsp; beginning&nbsp; of&nbsp; the&nbsp; research,&nbsp; the&nbsp; E&nbsp; and&nbsp; K&nbsp; groups&nbsp; were&nbsp; aligned&nbsp; with&nbsp; the&nbsp; initial&nbsp; test&nbsp; of&nbsp; knowledge,&nbsp; also, according&nbsp; to&nbsp; the&nbsp; general&nbsp; success&nbsp; and&nbsp; success&nbsp; of&nbsp; biology.&nbsp; After&nbsp; the&nbsp; initial&nbsp; testing,&nbsp; the&nbsp; students&nbsp; of&nbsp;&nbsp; E&nbsp; and&nbsp; K&nbsp; group realized the contents of the teaching topic Basics of cytology using different models of teaching, while the students of the&nbsp; E&nbsp; group&nbsp; used&nbsp; a&nbsp; blog,&nbsp; students&nbsp; of&nbsp; K&nbsp; group&nbsp; realized&nbsp; the&nbsp; same&nbsp; contents&nbsp; with&nbsp; the&nbsp; traditional&nbsp; teaching.&nbsp;&nbsp; After completing&nbsp; the&nbsp; teaching&nbsp; topic,&nbsp; Basics&nbsp; of&nbsp; Cytology,&nbsp; the&nbsp; students&nbsp; of&nbsp; both&nbsp; groups&nbsp; were&nbsp; tested&nbsp; with&nbsp; the&nbsp; final&nbsp; test&nbsp; of knowledge, and one month (32 days) after the final test, students had a retest.&nbsp;&nbsp; After completing the tests, students from&nbsp; the E group filled the&nbsp; estimating scale that&nbsp; values different&nbsp; characteristics of the blog.&nbsp; The results obtained&nbsp; by the knowledge tests and the estimating scale were&nbsp; processed by appropriate statistical methods and presented in an appropriate manner. Students&nbsp; from the E group achieved statistically significantly bet ter results in relation to K group students in the final test of knowledge and retest,&nbsp; in general and at all levels of knowledge individually.Also, results showed that using&nbsp; blog&nbsp; during&nbsp; teaching&nbsp; helps&nbsp; advanced&nbsp; students&nbsp; the&nbsp; most,&nbsp; average&nbsp; students&nbsp; showed&nbsp; less&nbsp; progress&nbsp; and&nbsp; weak students showed very little progress.&nbsp; The research also showed that blog equally contributes to the achievement&nbsp; in biology among male and&nbsp; female students..The estimating scale results showed that for students the most important chara cteristics of the blog are those that directly facilitate the learning of the material, and less important are those that enable them to exchange experiences with other students while they are learning.</p>

Cette recherche porte sur l’amélioration de la motivation à l’apprentissage des mathématiques à l’Université Abdou Moumouni. Elle se situe dans une dynamique globale de mise au point d’actions pédagogiques pour remédier au problème préoccupant de la motivation à l’apprentissage des sciences. Plus spécifiquement, il s’agit de prospecter si les environnements virtuels d’apprentissage peuvent contribuer à l’amélioration de la transmission des savoirs dans un contexte universitaire au Niger. Ainsi, notre recherche vise à mieux comprendre l’impact de l’intégration des TIC sur la motivation chez des étudiants à apprendre les mathématiques au Niger. Les trois objectifs spécifiques de notre recherche sont : explorer les impacts sur le sentiment de compétence chez des étudiants à l’apprentissage des mathématiques dans un contexte d’intégration pédagogique des TIC; mieux comprendre le changement des types de motivations autodéterminées à l’apprentissage des mathématiques chez des étudiants exposés à une intégration pédagogique des TIC; comprendre les perceptions de l’usage d’un environnement virtuel à l’apprentissage des mathématiques chez des étudiants et l’évolution de leurs motivations autodéterminées. Se fondant sur une méthodologie de type mixte, cette recherche quasi-expérimentale a consisté en la collecte de données quantitatives au moyen de 2 questionnaires sur la motivation (sentiment de compétence et sentiment d’autodétermination) en pré-test et en post-test. Pour les données qualitatives, nous avons eu recours à des entrevues dirigées auprès de 9 participants. Au total 61 étudiants inscrits en science de la vie et de la terre, dont 51 hommes, ont participé à la recherche. La thèse respecte le mode de présentation par articles. Chacun des trois articles est en lien avec un des trois objectifs de la recherche, dans l’ordre cité plus haut. Les principaux résultats indiquent un impact positif sur la motivation à travers un recul du sentiment négatif de compétence chez les étudiants ayant bénéficié de l’apport des TIC comparativement aux étudiants ordinaires. En ce qui concerne le sentiment d’autodétermination, chez les étudiants ayant bénéficié de l’apport pédagogique des TIC, il est mis en évidence une stagnation ou une légère baisse des motivations peu ou pas autodéterminées et une légère hausse ou une stagnation des motivations autodéterminées chez les étudiants ayant bénéficié de l’apport des TIC. Finalement, la recherche a permis de mettre en relief l'existence de corrélations positives entre l’augmentation des motivations autodéterminées et la perception d’une qualité positive de l’expérience d'innovation pédagogique que représente l’environnement virtuel d’apprentissage des mathématiques. En définitive, cette recherche fait ressortir l’importance de l'intégration pédagogique des TIC pour améliorer les pratiques pédagogiques actuelles, et satisfaire deux besoins psychologiques fondamentaux, notamment le sentiment de compétence et le sentiment d’autodétermination, deux composantes essentielles de la motivation selon la théorie de l’autodétermination de Deci et Ryan. Les résultats obtenus dégagent des perspectives intéressantes en vue de renforcer les recours aux environnements virtuels d'apprentissage au profit de la motivation à l'apprentissage des mathématiques. Les forces et les limites de la recherche sont discutées et un ensemble de recommandations sont émises à l’intention des acteurs académiques, notamment les perspectives assez prometteuses de l’intégration pédagogique des TIC au service de l'apprentissage des sciences en Afrique, et au Niger en particulier. / This study focuses on enhancing motivation for learning mathematics at the University Abdou Moumouni. It is situated in a dynamic development of educational activities to address the serious problem of motivation for learning science. More specifically, it is exploring whether virtual learning environments can contribute effectively to improving the transmission of knowledge at university level in Niger. Thus, our research aims to better understand the impact of the integration of ICT on student motivation to learn mathematics in Niger. The three specific objectives of our research are: to explore the impact on sense of competence in students learning of mathematics in the context of integration of ICT, and better understand the change of self-determined types of motivation towards learning of mathematics in students exposed to integration of ICT; understand the perceptions of the use of a virtual environment for learning mathematics among students and their evolving self-determined motivation. Based on a methodology of mixed type, this quasi-experimental research has included the collection of quantitative data by means of 2 questionnaires on motivation (sense of competence and self-feeling) in pretest and posttest. For qualitative data, we used structured interviews with 9 participants. A total of 61 students enrolled in life science and earth, including 51 men, participated in the research. The thesis meets the format articles. All three articles are related to one of three research objectives in the order mentioned above. The main results indicate a positive impact on motivation through a decrease in the negative sense of competence among students who have benefited from the contribution of ICT compared to regular students. With regard to feelings of self-determination among students who benefited from the contribution of ICT, it is clearly demonstrated in a stagnation or decline in average little or no self-determined motivation and a slight increase or stagnation of the reasons self-determined in students who have benefited from the contribution of ICT. Finally, research has helped to highlight the existence of significant positive correlations between increased self-determined motivation and perceived quality of the positive experience of pedagogical innovation that represents the virtual learning mathematics. Definitively, this research highlights the importance of integration of ICT to improve current teaching practices, and meet two basic psychological needs, including perceived competence and feeling of self-determination, two main components of motivation according to the self-determination theory of Deci and Ryan. The results show interesting perspectives for strengthening the use of virtual learning environments for the benefit of the motivation for learning mathematics. The strengths and limitations of the research are discussed and a set of recommendations are made for academic actors, for instance the promising prospects of pedagogical integration of ICT for learning science in Africa, and specially in Niger.